Advance organizers: Activating and Building Schema for more
Successful learning in students with disabilities
Kathy Joan Daniel
Lynchburg College
Dr. Polloway SPED 644
November 30, 2005
Advance Organizers: Activating and Building Schema for More Successful
Learning in Students with Disabilities
In the 1960s, cognitive psychology initiated work on the development of an
invaluable tool that enabled educators to provide students with meaningful learning,
instead of relying only on rote learning for memorization tasks (Ausubel, 1960; Ausubel,
1978; Ivie, 1998). Cognitive psychologists believed that all of a person‟s prior knowledge
was stored in the cognitive structures of the brain. Therefore, in order for acquisition of
new knowledge to take place and to be meaningful, prior knowledge or schema needed to
be activated within these structures by means of an introductory instructional strategy
(Ausubel, 1978; Ivie, 1998; Joyce & Weil 1986; Kalmes, 2005; Postrech, 2002). Thus,
Ausubel (1960) developed the new strategy that he termed advance organizers. Advance
organizers have evolved since that time to incorporate many forms. Also, further
scientific research in the field of advance organizers has shown that they are effective
tools when teaching students with disabilities. By stimulating schema to enable students
to link prior knowledge with new concepts, advance organizers provide a kind of “mental
scaffolding to learn new information” (Hassard, 2005, p. 1). Thus, the new information is
easier to understand, learn, retain, and recall (Ausubel, 1960).
The purpose of this paper is to explore advance organizers and their use as tools
to activate and build schema when students with disabilities are presented with new
concepts in the classroom. This will be done by first giving a brief synopsis of the
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inception of advance organizers and their connection to schema theory. Next, various
types of organizers and their uses will be offered to enable teachers to determine the best
organizers to use for their individual students and the type of content being presented.
Then, because it is important for the teachers to make selections of organizers for their
students and course content based on scientifically-based research, an overview of the
literature and research on advance organizers will be discussed. Finally, a discussion that
reviews the implications for teachers will ensue.
Background
David Ausubel is generally credited with the invention of the advance organizer
in 1960. In his research to promote meaningful learning over rote learning, he formulated
his subsumption theory. Working from the premise of his subsumption theory, which
stresses meaningful learning by linking the prior knowledge of students with new
information that is presented in the school setting, Ausubel (1960) determined through
extensive research that “the most dependable way of facilitating retention is to introduce
the appropriate subsumers and make them part of cognitive structure prior to the actual
presentation of the learning task. The introduced subsumers thus become advance
organizers or anchoring foci for the reception of new material” (Ausubel, 1960, p. 270).
When conceived by Ausubel, he intended advance organizers for all learners. However,
he later determined that the “ideational scaffolding” technique worked best as a recall
strategy for poor comprehenders (Ausubel, 1978). He recognized the unique needs of all
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individuals when constructing advance organizers; stating that the construction of an
organizer depended “on the nature of the learning material, the age of the learner, and his
degree of prior familiarity with the learning passage” (Ausubel, 1978, p. 251).
Ausubel‟s subsumption theory is linked very closely to schema theory. When
explaining the role of schema theory in relation to students‟ comprehension and memory,
Anderson (2004) explains a student uses prior knowledge of objects and events to make
sense of concepts presented in new material and, then, recalls that information. These
processes are so natural that normal functioning readers are not aware that it is occurring
(Anderson, 2004). Since some students come to the table with little or no prior
knowledge about a subject, they may not comprehend specific information or may
interpret it differently, depending on the schemata that they have developed about a
particular subject. Presentation of the materials may require some simplification or, in
some instances, elaborations to best activate schemata and aid recall. Both Bransford
(2004) and Anderson (2004) agree with Ausubel that advance organizers are an excellent
way to activate and build schema prior to the actual learning of new material by students
with disabilities.
Types and Uses of Organizers
As long as advance organizers do their job of introducing new learning concepts
and linking or developing new schema to relate the material to, they can take many
shapes including a simple oral introduction by the teacher, student discussion, outlines,
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timelines, charts, diagrams, and concept maps (Anderson, Yilmaz, & Wasburn-Moses,
2004; Baxendell, 2003; Bransford, 2004; Bundy, 2005; Caverly, 1997; Jones, 2003;
Mosco, 2005; Paik, 2003; Story, 1998). Advance organizers that build schema by
providing new information are called expository organizers. When the advance
organizers help students to recall prior knowledge by activating existing schema, they are
called comparative organizers (Bajt, 2004; Bundy, 2005; Kalmes, 2005).
Caverly (1997) suggests the use of several types of advance organizers that can be
used by students with disabilities for new exposure to both expository and narrative text.
“The KWL (What I Know, What I want to know, and What I learned) strategy” (Glazer,
1999, p. 106) offers pre-reading exercises that activate background knowledge and
provides the student with reading purpose by using a diagram of sorts. This organizer can
actually be used for pre-, during-, and post-reading of any content text so students can
monitor their progress by self-questioning. First and second degree MURDER [mood,
understand, recall, detect, elaborate, and review] are suggested as optimal strategies for
disabled readers. First degree MURDER uses “general and specific textbook study
tactics” (Caverly, 1997 p. 36). Like KWL, second degree MURDER allows students to
set a purpose and to monitor their own progress. The strategy that Caverly finds most
appealing is PLAN. Once again, this strategy offers pre-, during-, and post-reading
tactics. The steps are:
P--Predict by previewing the text and creating a concept map. A tree trunk with
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extending branches is recommended.
L--Locating prior background knowledge on the map with checks and new
concepts with question marks.
A--Add new branches to the map to represent new knowledge acquired during
reading. Verify, modify, and add to prior knowledge. Confirm the new
concepts with question marks.
N--Note after reading if “the macrostructure of the material is indeed what they
predicted prior to reading (i.e., typically they predict a categorization pattern).
If the structure is different, they construct a new map to better represent the
author„s rhetorical structure” (Caverly, 1997 p. 36-37).
A variation of this strategy is PLANet. In this version, unknown vocabulary that is
thought to have significance is marked with double question marks. The students are then
taught to research the words on the Web to link with existing schema or build new
schema which quickly develops the vocabulary of students with disabilities (Caverly,
1997). As Caverly (1997, p. 29) noted: “Naively, developmental students [those below
grade level in reading ] assume that if they could pronounce all the words (decoding) or if
they only knew all the words (vocabulary density), understanding would come.”
Previewing vocabulary for the text with an advance organizer allows students to become
familiar with difficult words before they are encountered and allows them to simulate
prior knowledge through word associations that will help to present new concepts
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(Barron, 1969).
According to Bulgren (Walther-Thomas & Brownell, 2000), Concept
Enhancement routines, such as Concept Diagrams and Concept Mastery Routines or
Comparison Tables and Comparison Table Routines, that use advance organizers to
introduce new material to students with disabilities provide positive responses. Also,
Bulgren (Walther-Thomas & Brownell, 2000) supports Anderson (2004) and Bransford
(2004) in the claim that most content text is not organized in a manner that supports
learning in students with disabilities. Like the Schema Theory researchers, she sees the
need for teachers to use organizers to supplement the text for maximum response from
learners with disabilities (Anderson, 2004; Bransford, 2004; Walther-Thomas &
Brownell, 2000). Organizers like those used in the Concept Anchoring Routine help
students to organize new content information and focus on new concepts while relating
the new material to previous knowledge of a similar concept (Walther-Thomas &
Brownell, 2000).
Concept webbing or mapping is similar to Bulgren‟s Concept Enhancements, but
more pictorial in nature. It uses a hierarchical, visual display of various graphs to map out
the main concept and the supporting material. Students with disabilities who use graphic
representations as advance organizers perform better on tests, due in part to the way the
organizers provide retention, recall, and scaffolding of new ideas and concepts with
preexisting schemata (Robinson, 1998). In addition, the visual organization
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increases the students‟ understanding by providing a skeletal map that increases the
students‟ ability to link new concepts with prior knowledge; therefore, increasing
retention and recall (Dye, 2000; Hassard, 2005; Mosco, 2005).
Atherton (2005) suggests that advance organizers can also be used as note-taking devices.
He suggests gapped handouts, which leave blanks for students to fill in as the teacher
provides instruction. The teacher can choose to leave large spaces for note-taking or
simple blanks where keywords can be placed. Gapped handouts can also take the form of
concept webs, charts, and tables. Later, these handouts can be used as study guides for
tests (Atherton, 2005).
Another simple activity that can be considered an advance organizer and can be
used to aid in schema activation and building for students with disabilities is discussion.
Discussion is vital at all stages of the learning process, but at the early stage, teacher led
discussion is integral in activating prior knowledge and building new schema to relate to
topics to be presented (Alvarez & Risko, 1989; Eisenwine, 2000; Lloyd, 1996). Simply
asking students questions about experiences that they have had can be used to relate prior
knowledge to the new concepts in the upcoming material (Bransford, 2004). “Tell me
what you know about...” is an excellent lead into a discussion that will activate existing
schema (Carr & Thompson, 1996). Eisenwine (2000) suggests first letting the students
look through the book to allow them to gather information for questions and discussion.
After the previewing, the teacher would then ask questions specific to the new material
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that would allow for activation and building of schema necessary for understanding of the
concepts. Referring to previous lessons, asking students to share personal experiences
and knowledge with the class, teachers sharing their personal experiences and knowledge
with the students, and teachers giving students the information necessary to understand
the new concepts by way of direct instruction are some of the ways that Lloyd (1996)
suggests to stimulate discussions to activate prior knowledge. When a teacher uses a
simple introduction, such as “Today, we are going to learn about how weather works and
how it affects each of us,” it begins to activate students‟ schemata on weather and can
also generate student discussion that will build schema (Atherton, 2005). Discussion
during and prior to learning new material continues to clarify schema for students (Story,
1998). Sipe (2001) states that “talk, situated in particular social contexts, is considered an
important tool for children to construct their own formulation of concepts and to
generalize from specific cases with the help of more able peers and adults” (p. 336).
All of the specific advance organizers mentioned, as well as variations not
described such as Venn diagrams and Four quadrants (Jones, 2003), share the purpose of
activating and building schema to enable students with disabilities to be more active
learners. The type of material being addressed and the type of learners the organizers are
to be used with will determine the type of organizer used in learning new material
(Kiewra, Mayer, Dubois, Christensen, Kim & Rish, 1997; Story, 1998). Also,
considering the individual learners‟ prior knowledge should be at the forefront of the
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teacher‟s instructional plan (Ausubel, 1978; Story, 1998). Researchers have proven the
effectiveness of the above mentioned organizers on instruction and continue to provide
additional studies on the effects of these and other organizers. To better understand the
way advance organizers work and their effects on students with disabilities, it is
advantageous for educators to look at the research.
Overview of Research on Advance Organizers
Research on advance organizers and their effects on learning, retention, and recall
of new material began with Ausubel (1960) and continue through the present. Ausubel‟s
studies began with undergraduate students at the University of Illinois, where he
determined that the introduction of unfamiliar material [e.g., “the metallurgical properties
of plain carbon steel” (p.267)] was better learned and retained when the treatment groups
received various types of advance organizers. Additional research has shown that
although advance organizers work well for all students when there is no prior knowledge
of new material, their value declines for students without disabilities who possess prior
knowledge (Ausubel, 1978; Bajt, 2004). However, Fisher, Schumaker, and Deshler
(1995) feel that even when prior knowledge is present, visually graphic advance
organizers can be a benefit to all students in an inclusive classroom, especially those with
organizational difficulties.
For the best results when using advance organizers, they should be “consistent,
coherent, and creative” (Baxendell, 2003, p. 46). Boyle and Yeager (1997) feel that
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advance organizers should be straightforward to provide the most effectiveness and
clarity. If the organizer is not easily understood, the effectiveness will be lost. Since the
organizers‟ main purpose is to provide clarity and understanding of new concepts, it is
best if they are “free of distracting information or visuals” (Baxendell, 2003, p. 47).
Otherwise, students may be more confused or disorganized than they would have been
originally (Robinson, 1998). This is not to say that creativity should be sacrificed.
Students can illustrate their own organizers with relevant pictures to aid in remembering
the information. Also, educators should creatively introduce the organizers to keep them
fresh and exciting. In addition, clearly labeling key concepts and listing hierarchical
information helps students to organize their thoughts and internalize the new concepts,
while activating prior knowledge (Baxendell, 2003).
Since the storing of schemata involves cognitive structures of the brain and
Ausubel (1960; 1978) proposes that advance organizers help to retrieve the stored
schemata, researchers have looked at the cognitive structure of learning to ascertain
whether or not advance organizers do promote learning, retention, and recall in students
with disabilities (Ausubel, 1978; Baxendell, 2003; Ivie, 1998; Kiewra et al., 1997;
Walther-Thomas & Brownell, 2000). According to Baxendell (2003), recent research
shows that when instruction first introduces new material with advance organizers, it is
effective in the retention and recall of students with disabilities. Bulgren (Walther-
Thomas & Brownell, 2000) states that studies have shown that students with disabilities
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“have difficulty identifying on what is truly important content ...[and] may not have well-
developed thinking skills that allow them to manipulate content information dealing with
relationships such as compare-and-contrast relationships effectively” (pp. 232-233).
Advance organizers enable these students to concentrate on the important concepts and
provide a way of thinking that allows them to get the most out of the content, while
developing their higher level thinking abilities. In turn, the students are better able to
perform on tests that require them to recall information that they have learned (Story,
1998; Walther-Thomas & Brownell, 2000). According to Story (1998), studies by Luiten,
Ames, and Ackerson in 1980 and Stone in 1984, in addition to numerous other studies
conducted between 1984 and 1992, showed that learning and retention were positively
affected by advance organizers in all content areas across various age, grade, and
performance levels.
Advance organizers‟ effects on recall, especially in regards to testing, have also
been the object of much research. In the study by Kiewra et al. (1997), the researchers
examined the effects of conventional, linear, and matrix advance organizers. All
organizers had a “test-appropriate” effect on recall. However, once again, depending on
the information being learned, they found that some types of advance organizers worked
better than others. Story (1998) noted that studies by Herron in1992, 1994, and 1995 also
confirm that the structure of the organizer needs to comply with the subject matter being
taught, but that all organizers improved the recall of students using the organizers (Story,
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1998). In addition, Story (1998) cites a series of additional research studies that yielded
similar results, where students using advance organizers scored higher on tests than
control groups not using advance organizers. Finally, Anderson et al. (2004) cited
research reported by Bulgren, Schumaker, and Deshler in 1988, Doyle in 1999, and
DiCecco and Gleason in 2002 that collectively showed a marked improvement in test
scores by students with learning disabilities when new concepts where introduced with
advance organizers.
As with any theory or method, there are critics and researchers that feel advance
organizers have little or no effect on learning, retention, and/or recall. In the 1995 study
by Kirkland, Byrom, MacDougall, and Corcoran, students who were non-disabled
showed no affects on their comprehension when provided with advance organizers that
used captioning and discussion as an introduction to presentations offered via television
and video. However, there was an improvement in comprehension when the same study
was done with students with learning disabilities. A similar study by Saidi (1993, as cited
by Story, 1998) produced the same results. Ausubel (1978) cites a 1970 criticism of
Peeck that advance organizers “are too time-consuming to be efficient adjunct aids and
that, therefore, the time spent on them would be just as well or better spent studying the
learning passage itself” (p. 253). This and other criticisms prior to 1978 have been
dismissed by Ausubel as misinterpretations of data of his studies and “failure to adhere to
the explicit operational criteria of what an organizer is, and in part to various
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methodological deficiencies in research design” (p. 255), when attempting to replicate his
studies. The largest factor for negative response to advance organizers comes from
research that is conducted with students who are non-disabled that have some prior
knowledge of the new content material. As previously stated, when these variables are
present, the positive effects of advance organizers on learning, retention, and recall are
diminished (Ausubel, 1978; Baxendell, 2003, Bajt, 2004; Story, 1998). However, upon
reviewing the research with direct regards to students with disabilities, the overwhelming
consensus among researchers is that advance organizers combined with other
instructional strategies is extremely effective in promoting learning, retention, and recall.
Discussion
An overview of the literature about advance organizers holds several implications
for teachers. First, keeping in mind that advance organizers are instructional strategies to
activate and build schema in a cognitive learning structure, it is vitally important for
teachers to consider advance organizers as a tool to preview a lesson, not as the sole
means of instruction (Bundy, 2005; Jones, 2003; Postrech, 2002). Based on the initial
response to the material presented in the organizer, teachers can modify their lesson plans
and materials to better fit the prior knowledge of their students. They can also more
efficiently structure their time and the critical points that need to be covered, while
simplifying complicated text (Anderson, 2004; Ausubel, 1978; Bransford, 2004; Jones,
2003; Walther-Thomas & Brownell, 2000). This enhances the development of higher
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order thinking in the students by helping them to relate concepts previously learned to the
new material and enabling them to quickly organize their thoughts (Paik, 2003). Joyce
and Weil (1986) offer teachers a three phase Advance Organizer Model of Teaching that
includes “the presentation of the advance organizer, the presentation of the learning task
or material, and the strengthening of cognitive organization” (p. 255) (Table 1).
Following this basic procedure in a structured teaching environment should enable
students to get the most from advance organizers (Bundy, 2005; Kalmes, 2005).
Also, the move towards inclusion calls for special education teachers to arm
themselves with tools that are born out of scientifically-based research. With the diversity
that exists in classrooms today, teachers need to realize the pressures on the students with
disabilities to perform at an acceptable level while learning the same strict, standards-
based curriculum content as the students who are non-disabled. Advance organizers are
research-based tools that will help to level the playing field, while in varying degrees
aiding all students in inclusive classrooms (Baxendell, 2003; Walther-Thomas &
Brownell, 2000). Box and Little (2003) maintain that self-confidence and an improved
self-concept are added results from the use of advance organizers in a cooperative
learning setting that can aid students with disabilities with success in an inclusive setting.
In addition, research on advance organizers provides teachers with the tools they
need to determine how their students learn. Emphasis is placed on knowing individual
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students and their backgrounds and abilities so that teachers can best determine the type
of organizers that will best foster learning, retention, and recall for the subject content
that will be presented to their students (Jones, 2003). With a plethora of organizer types
available, teachers should study the research on advance organizers as well to know what
works best in a particular area, while keeping in mind that a large number of researchers
agree that advance organizers with a visual format appear to be of particular value to the
learning process of students with disabilities (Anderson et al., 2004; Mosco, 2005; Story,
1998; Walther-Thomas & Brownell, 2000).
In conclusion, it is good for students to realize that they need to acquire additional
information to understand and remember. In this way, students learn how to search for
their own elaborations. Also, this enables the student to learn about themselves as
learners. When considering less successful learners, teachers should keep in mind that
many of these students are not aware of what factors make things easy or difficult to
comprehend or recall. Teaching students with disabilities to employ strategies such as
advance organizers that activate and build schema will give way to improved learning,
retention, and recall.
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Table 1:
Advance Organizer Model of Teaching
Phase One: Presentation of Advance Organizer
* Clarify aims of the lesson
* Present organizer:
- Identify defining attributes.
- Give examples or illustrations where appropriate.
- Provide context.
- Repeat.
- Prompt awareness of learner‟s relevant knowledge and
experience.
Phase Two: Presentation of Learning Task or Material
* Present material.
* Make logical order of learning material explicit.
* Link material to organizer.
Phase Three: Strengthening Cognitive Organization
* Use principles of integrative reconciliation.
* Elicit critical approach to subject matter.
* Clarify ideas.
* Apply ideas actively (such as by testing them).
Source: Joyce & Weil (1986, pp. 273-278)
